Textbooks are the main teaching material in mathematics, as in other subjects, and this is one of the main reasons for analysing mathematics textbooks. Despite the growing interest and reliance of teachers and students on visuals in textbooks, further information about representations is needed. The visualisation of mathematical concepts has always been a critical issue in teaching and learning processes due to their abstract nature. Hence, analysing visual representations brings with it the necessity to examine the learning and teaching opportunities that mathematics textbooks offer to both students and teachers. Visual representations are widely used in mathematics textbooks to facilitate students' understanding of integer operations, which they have difficulties with. The study comparatively analysed the visual representations of integers operations in Turkish and United States mathematics textbooks through content analysis using the visual representation analysis scheme in mathematics textbooks, which was formed from three categories considering the related literature. Findings of the study revealed that there were no statistically significant differences in the visual representations of the two countries' textbooks in operations with integers. Visual representations are generally used for problem solving purposes and in the role of organisation in both Turkish and United States textbooks. However, diagrams (about 44%) are more dominant in Turkish textbooks, while pictures (about 30%) and manipulatives (about 28%) are more dominant in United States textbooks. The findings are discussed in terms of mathematics curriculum developers, teachers and researchers to improve the effectiveness of textbooks on teaching and learning.

Authors:
Ali Sabri Ipek, Recep Tayyip Erdoğan University, Turkey

About the Presenter(s)
Professor ALI SABRI IPEK is a University Professor/Principal Lecturer at University of Recep Tayyip Erdogan in Turkey

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